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Intellectual function in children with teacher reported language problems.

A J Lundervold1, M Posserud, L Sørensen

  • 1Department of Biological and Medical Psychology, Neuropsychological Phenotyping Group, University of Bergen, Norway. astri.lundervold@psybp.uib.no

Scandinavian Journal of Psychology
|March 21, 2008
PubMed
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Teacher-reported language problems (LP) in children are linked to lower IQ, even after accounting for behavioral issues. Boys show a higher risk for LP, indicating a need for cognitive assessments when language difficulties are observed.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Neuroscience

Background:

  • Teacher-reported language problems (LP) are common in school-aged children.
  • The association between LP and cognitive function, particularly IQ, requires further investigation.
  • Understanding factors influencing LP, such as gender and behavioral-emotional disorders, is crucial for early intervention.

Purpose of the Study:

  • To investigate the association between teacher-reported language problems and IQ in children.
  • To determine if gender and behavioral-emotional disorders influence this association.
  • To establish the necessity of cognitive assessments when language problems are identified by teachers.

Main Methods:

  • A population-based study involving teacher questionnaires on language function.

Related Experiment Videos

  • A case-control sample (n=294) assessed using the WISC-III (Wechsler Intelligence Scale for Children-Third Edition) and Kiddie-SADS-PL (Anxiety and Related Disorders Interview Schedule for DSM-IV-TR, Child and Parent Versions).
  • Children were classified with "language problems" (LP) based on teacher reports of severe difficulties in at least one language area.

    • Main Results:

    • Teacher-reported LP were identified in 9.9% of the general population and 20.7% in the case-control sample.
    • Boys exhibited a three-fold higher risk for LP compared to girls.
    • The LP group scored significantly lower across all WISC-III factors, independent of behavioral-emotional disorders.

    Conclusions:

    • Teacher-identified language problems are a significant indicator of lower intellectual functioning (IQ).
    • The association between LP and reduced cognitive abilities persists even when controlling for behavioral-emotional disorders.
    • Early cognitive assessment is warranted for children with teacher-reported language problems to ensure timely support and intervention.